Options 2015 - 2017 eves... · GCSE Mathematics AQA Level 2 Further Mathematics FSMQ Additional Maths (for more capable mathematicians) Science GCSEs in Biology, Chemistry and Physics

Langley Grammar School

Year 10/11 Curriculum Guide

and

Options

2015 - 2017

Dear Year 9 Students Key Stage 4 (Years 10 & 11) in 2015-17 At the end of this summer term you will have successfully completed the first three years of your secondary school career. From September 2015 you will be studying a variety of courses leading to GCSE examinations at the end of Year 11. In some subjects, you have already begun GCSE study. Until now you have not had any choice about the subjects you are studying; however in Years 10 & 11 you will follow a compulsory core curriculum together with a number of subjects you will have chosen from a range of options. We have designed this Year 10/11 Curriculum Guide to help you and your parents discuss your options, and to enable you to make your final choice with confidence. To help you gain an idea of what is involved, you should read all the information that departments have provided about both compulsory subjects and optional courses. During the next few weeks you should think carefully about your choices. You will have the opportunity to talk through your options with a staff mentor and you should also discuss your choices with your subject teachers. You can visit web sites or go to the careers library to find out information about possible careers and the qualifications you might need. We try very hard to accommodate everyone's choices of optional subjects. Occasionally we are not able to run a particular course, perhaps because only a very small number of students have chosen that subject. If this happens you will be told as soon as possible, and we will discuss the best alternative for you. We might think that the choice of subjects you have made is not in your best interests, and we may therefore want to suggest a different set of options to you. If, at a later date, you change your mind about a subject you have chosen, you should talk to your form tutor or to your Phase Leaders, who will advise you what to do. Please remember that we are here to help and support you through this process. The information in the booklet should be self explanatory; if you have any concerns, do ask your form tutor, Mr Kitley or Mr Broz for clarification. Yours sincerely Mr J Constable Headteacher

Contents

Reformed GCSE qualifications The Year 10/11 Curriculum Choosing your options Next steps – the Year 9 Options programme Compulsory Subjects English

Mathematics

Modern Foreign Languages Science

Philosophy & Ethics (Religious Studies)

Optional Subjects Art Business Studies Classical Civilisation Computing Design Technology: Food and Nutrition Product Design Textiles Technology Drama and Theatre Arts Geography History Information Communication Technology Music Physical Education

Reformed GCSE qualifications

During 2013 and 2014 the Government announced a series of curriculum and assessment reforms which will ultimately affect all GCSE and GCE (A level) qualifications across the UK. The reformed qualifications are being introduced in a phased manner: students currently in Year 9 will take reformed GCSEs in English Language, English Literature and Mathematics alongside unreformed GCSEs in all their remaining subjects. At GCSE level, the aim of the reforms is to ensure that GCSEs are more rigourous in their nature and that they provide a sound basis for continued study through to A level. The key features of the reforms are as follows:

The new, reformed, GCES courses will be fully linear: there will be no modules and all assessment will be in the summer at the end of two years of study

Examinations will be the default method of assessment: there will be no coursework or controlled assessments

A new grading system of grades 9 – 1, and U, will be introduced. It is intended that the standard required for the new grade 4 will be aligned to the current grade C.

It is understood that the Government intends to make grade 5 the new threshold (or “pass”), so it would appear that the threshold standard expected will increase significantly under the reformed GCSEs.

Grade 7 or higher will be equivalent to the current grade A or higher

Grade 9 will awarded to the top 20% of those who achieve grade 7 or above, roughly equivalent to the top half of the current A* grade

The specific details of the content and the assessment approaches for the reformed GCSEs in English Language, English Literature and mathematics are set out in the later pages of this document. In brief, the reformed Mathematics GCSE will place greater emphasis on problem solving and everyday examples of the application of mathematics. The English Language and English Literature GCSEs will place greater weight on accurate spelling, punctuation and grammar, and will no longer include controlled assessments. At the time of writing it is not yet clear what grades universities will require their students to have achieved in the reformed GCSEs in mathematics and English Language. The current requirement is a minimum of a grade C in each, which would be equivalent to a grade 4 in the reformed GCSE qualifications.

The Year 10/11 Curriculum

In Years 10 & 11, you will study a combination of core (compulsory) and optional subjects. Core Curriculum During Years 10 and 11 you will study courses leading to the following qualifications:

English

GCSE English Language GCSE English Literature

Maths

GCSE Mathematics AQA Level 2 Further Mathematics FSMQ Additional Maths (for more capable mathematicians)

Science GCSEs in Biology, Chemistry and Physics (Students have already commenced study of GCSE science material during Year 9)

Modern Foreign Language

GCSE French or GCSE German

Religious Studies GCSE Religious Studies (Philosophy & Ethics)

In addition, your timetable will include

Physical Education and Games lessons Personal and Citizenship Studies (PCS) Enterprise and work related learning activity during the year

Optional Curriculum You may choose your remaining three GCSE subjects from the following list:

Art German

Business Studies History

Classical Civilisation ICT (AS Level)

Computing Music

Drama Physical Education

French Product Design

Food & Nutrition Textiles

Geography

An outline of the content of all courses (compulsory and optional) is contained in this booklet.

Choosing your options

You can choose your GCSE options freely. However, when making your choices you should:

Choose subjects you believe you will enjoy studying for two years.

Aim for a balance of subjects across different areas.

Consider the requirements of any career plans you might already have in mind. If you have no firm career plans as yet, you should aim for a broad spread of options.

Talk to the teachers of the subjects you are thinking of choosing.

Feel confident and capable of succeeding in the subjects that you choose. While we will make every effort to accommodate your choices, we cannot guarantee that we will be able to do so where there are timetabling or staffing restrictions. The option blocks will be arranged to give first choices to as many students as possible. It is difficult to predict the numbers of students opting for each subject and, while we will do our best to meet demand, we must make it clear that some subjects may not be offered if insufficient students choose a given subject. Other subjects may be oversubscribed. In both cases, second choice (reserve) subjects will have to be allocated. Our main objective is to provide a broad and balanced curriculum. With this in mind, we strongly advise students to choose their courses from different categories and not to restrict their subject range to a particular area as this will affect their potential academic progress and employment opportunities in the future. More than one choice may be made from the Design and Technology subjects but, because of the similarity of their content, students may not choose both Product Design and Textiles. The actual choice should be made after consideration of a number of factors including the balance of the subjects chosen, aptitude, personal interests and possible career requirements but most particularly after consultation with the subject teachers concerned as well as your mentor.

Next steps – Year 9 Options programme

Wednesday 14 January Y10/11 curriculum & options – parents’ information evening

Thursday 15 January Y10/11 curriculum & options – presentation to students in assembly

Week beginning 19 January Departmental presentations including:

Business Studies

Classical Civilisation

Computing

19 January – 13 February Research and Fact Finding Students make provisional choices / discuss with subject teachers and complete Side A of the Options Form in preparation for meeting with mentor.

Week beginning 16 February Half term

Week beginning 23 February

Mentor week – students meet with staff mentors

Week beginning 2 March Finalising choices Students meet with mentors to confirm choices and hand in Options Form with Side B completed and signed by parents and mentor.

Friday 6 March Final deadline for return of Options Forms to tutors

English

English Language – Reformed Qualification: WJEC Eduqas Specification The skills of reading, writing, speaking, and listening are of vital importance. Not only are they essential in many careers, they also underpin successful study at all levels, and a proficiency in them can also add immeasurably to an individual’s general quality of life. English Language is designed to aid and assess such development, and to encourage students to be inspired, moved and changed by following a broad, coherent, satisfying and worthwhile course of study. It will prepare students to make informed decisions about further learning opportunities and career choices and to use language to participate effectively in society and employment. What will I be studying on the course?

Students will consolidate their ability to write accurately and fluently, and to read perceptively, by studying both fiction and non-fiction texts covering a wide range of forms, media, contexts, audiences and purposes. Students will also undertake speaking and listening tasks where they will be given the opportunity to make a range of effective contributions using creative approaches to exploring questions, solving problems and developing ideas. What will I be doing in lessons?

In lessons, students will be given opportunities to:

demonstrate skills in speaking, listening, reading and writing necessary to help them communicate with others confidently, effectively, precisely and appropriately;

express themselves creatively and imaginatively;

become critical readers of a range of high-quality texts, including non-fiction texts;

understand the patterns, structures and conventions of written and spoken English. How will the course be assessed?

This is a reformed qualification. This means that all weighted assessment will be by external examination.

Unit 1 20th Century Literature Reading and Creative Prose Writing (1 hr 45 minutes, 40%) For this paper, students must answer questions based on one unseen literary extract and complete one creative writing task.

Unit 2 19th and 21st Century non-fiction Reading and Transactional/Persuasive Writing (2 hrs, 60%) For this paper, students must answer questions based on two unseen non-fiction writing extracts and complete two transactional/persuasive writing tasks.

Unit 3 Spoken Language (Unweighted) Students must complete one presentation/speech and respond to feedback and questions from their audience. The marks awarded will be reported but do not contribute to the final grade.

Where could this subject lead?

The study of English Language should lead to greater self-knowledge, greater sensitivity and an imaginative insight into the lives of others. By analysing language and questioning social cultures, students are able to fully appreciate the value of informed opinion.

English Literature – Reformed Qualification: WJEC Eduqas Specification The study of literature enables students to become critical readers of fiction prose, poetry and drama. Students will also experience different times, viewpoints and situations as found in literary texts and explore how texts from different traditions may reflect, influence and explore values, assumptions and sense of identity. What will I be studying on the course?

Students will study a range of novels, poetry and plays. Students will experience as many genres as possible, including poetry, drama, novels and short stories, providing opportunities to understand social, historical and cultural influences in the study of literature.

What will I be doing in lessons?

In lessons, students will be given opportunities to:

develop and sustain independent interpretations of whole texts, supporting them with detailed textual references

analyse connections between texts, comparing features and qualities that connect and contrast the presentation of themes, characters and settings

develop skills of responding intelligently and perceptively to unseen texts

analyse the impact of style, language, structure and form in close detail and across whole texts

relate texts to their social and historical contexts, and to the literary traditions of which they are a part

understand how texts from the literary heritage have been influential and significant over time. How will the course be assessed? This is a reformed qualification, meaning that all assessment will be by external examination.

Unit 1 Shakespeare and Poetry (2 hrs, 40%) For this paper, students are required to answer two questions on the chosen Shakespeare play. Students must also answer two questions based on the WJEC Eduqas Poetry Anthology. (Students are not permitted to take copies of the set texts into the examination.)

Unit 2 Post 1914 Prose/Drama, C19th Prose and Unseen Poetry (2 hrs 30 minutes, 60%)

For this paper, students will be required to answer one question on each of their two chosen texts. They must also answer two questions on unseen poems, one of which involves comparison. (Students are not permitted to take copies of the set texts into the examination.)

Where could this subject lead? As well as enriching your GCSE years through exposure to a wide range of important and linguistically rich texts, this subject could lead to A level English Literature and further study. English Literature is a highly respected course of study and those who study it at A level and beyond equip themselves for a wide range of opportunities and careers.

Mathematics

Mathematics – Reformed qualification: Edexcel GCSE Mathematics (9-1)

The aim of the mathematics department is to equip, develop and encourage students to:

excel in mathematics and achieve to their full potential and beyond expectation;

be problem solvers who are able to apply their combined mathematical and general knowledge effectively and efficiently in all areas;

enjoy the challenges of mathematics and relish the chance to explore mathematics beyond the curriculum.

We have developed a challenging and engaging curriculum which aims to fulfil these aims and to continue to develop all students beyond the new and more challenging GCSE syllabus.

What will I be studying on the course?

This Edexcel GCSE qualification in Mathematics requires students to develop knowledge, skills and understanding of mathematical methods and concepts, including:

Number

Algebra

Geometry & measures

Statistics

Probability

Ratio, proportion & rates of change

Students will need to be able to use their knowledge and understanding to make connections between mathematical concepts. They will be assessed on three main criteria: their ability to “Use and apply standard techniques” (AO1); how they “Reason, interpret and communicate mathematically” (AO2) and their ability to “Solve problems within mathematics and in other contexts” (AO3)

As well as GCSE Mathematics all students will have the opportunity to study the AQA level 2 certificate in Further Mathematics with our most able students also studying the OCR Additional Mathematics FSMQ. These additional courses have been carefully selected to stretch the students and deepen their knowledge and application of the higher levels of GCSE mathematics as well as to prepare them for the challenge of A levels. As such, students’ performance in these exams will play a significant part in determining their suitability for further study in the Sixth Form.


Besides learning the skills needed to solve text book exercises and prepare for the exams, students will also be taught the principles of problem solving, mathematical reasoning and how to apply what they have learned in new and unfamiliar contexts. There are a number of opportunities to use ICT throughout the course and students will be asked to demonstrate their communication skills, both verbal and written.

How will the course be assessed?

In Year 11 students will sit three written papers, each contributing 33.3% of the final grade. All students will sit the Higher Tier papers which cover grades 4-9.

Paper 1 is the Non-calculator paper, Papers 2 and 3 are the Calculator papers.

Each paper is 1 hour 30 minutes and there are 80 marks on each paper.

The content outlined above will be assessed across all three papers.

Each paper will cover all Assessment Objectives.

Each paper has a range of question types; some questions will be set in both mathematical and non-mathematical contexts.


This course covers all aspects outlined in the National Curriculum and forms a solid base for studying the subject at a higher level. Mathematical understanding and reasoning also supports many of the other subjects offered at A level such as Physics, Economics, Geography and Psychology. A wide range of degree subject require A level Mathematics, for example Engineering, Finance, Economics, Actuarial Science, Physics and of course Mathematics. Well developed mathematical skills can also give you the ability to solve problems and work efficiently and are therefore highly valued in many varied professions.

Science OCR

OCR Gateway Science B Biology J263, Chemistry J264 and Physics J265 What will I be studying on the course?

A sound knowledge of Science is essential in our society, no matter what a student’s intended career. The Science team provides skilful and expert teaching to enable students to access this knowledge and learn to apply it in everyday situations. Science is a core subject and has 20% of curriculum time spent on it at KS4. This gives 6 hours per week, divided equally between Biology, Chemistry and Physics. The syllabus follows the OCR Gateway B (Higher) specification leading to separate GCSE sciences in Biology J263, Chemistry J264 and Physics J265 at the end of Year 11. What will I be doing in lessons?

The primary objective of this specification is to interest and engage students in science. This is achieved by:

identifying activities and experiences which will excite students’ interest, and linking these activities to scientific ideas and their implications for society;

providing opportunities to develop science explanations and theories;

providing a scheme of assessment which gives regular feedback.

This approach will appeal to students of all abilities. The specifications aim to give students opportunities to:

develop their interest in, and enthusiasm for, science;

develop a critical approach to scientific evidence and methods;

acquire and apply skills, knowledge and understanding of how science works and its essential role in society;

acquire scientific skills, knowledge and understanding necessary for progression to further learning.

The topics covered are:

Biology Chemistry Physics B1: Understanding Organisms B2: Understanding our Environment

C1: Carbon Chemistry C2: Chemical Resources

P1: Energy for the Home P2: Living for the Future

B3: Living and Growing B4: It’s a Green World

C3: Chemical Economics C4: The Periodic Table

P3: Forces for Transport P4: Radiation for Life

B5: The Living Body B6: Beyond the Microscope

C5: How Much? C6: Chemistry Out There?

P5: Space for Reflection P6: Electricity for Gadgets

Information Technology and Citizenship are fully integrated into the specifications together with consideration of spiritual, moral, ethical, social, legislative, economic and cultural issues.

How will the course be assessed? The GCSE specification comprises six teaching modules which are assessed through three units. Candidates take all three units. GCSE Biology:

Unit Unit Code Content Duration Weighting

1 B731 Modules B1, B2, B3 1 hour 15 mins 35%

2 B732 Modules B4, B5, B6 1 hour 30 mins 40%

3 B733 Controlled Assessment ~7 hours 25%

GCSE Chemistry:


1 B741 Modules C1, C2, C3 1 hour 15 mins 35%

2 B742 Modules C4, C5, C6 1 hour 30 mins 40%


GCSE Physics:


1 B751 Modules P1, P2, P3 1 hour 15 mins 35%

2 B752 Modules P4, P5, P6 1 hour 30 mins 40%


Where could this subject lead? A-level courses in the science subjects are designed to lead on from GCSE Biology, GCSE Chemistry and GCSE Physics. Studying for three separate Science subjects will give our students an advantage over students in other schools who have only studied for Core Science and Additional Science GCSEs, as they will have already considered some of the AS-level material. To study any science subject at A-level a minimum of a grade A in the relevant GCSE science subject (Biology, Chemistry or Physics) is required, or grade A in both GCSE Science and GCSE Additional Science (for external students who have not studied separate sciences).

Modern Foreign Languages

AQA French specification 4655 AQA German specification 4665 What will I be studying on the course? The aims of the GCSE courses in French and German are to:

Develop understanding of spoken and written French and German in a range of contexts.

Develop the ability to communicate effectively in French and German in a range of contexts.

Develop knowledge and understanding of the grammar of French and German and the ability to apply this knowledge logically, thus creating a secure base for future language study.

Promote an interest in and understanding of the culture and traditions of France and Germany and an awareness of how language has an important influence on culture and thinking.

Contrary to popular belief, it is generally true that the study of one foreign language assists the study of another, and we would encourage students who have the interest and ability to continue with the study of both languages. Members of the MFL department will be glad to offer advice on whether this is an advisable option and, if not, on which would be the more appropriate language to choose. What will I be doing in lessons?

Teaching in French and German is lively using authentic material to stimulate both oral and written creativity. At the same time, a great emphasis is placed on grammatical awareness by revisiting points of grammar covered in the lower school and introducing more complex ideas to facilitate independent communication. Students will need a good bilingual dictionary and students will be shown how to use the online vocabulary learning programme Vocab Express. Regular vocabulary tests will continue to be a feature of the course. Other homework may include grammar exercises, preparing a presentation or shorter pieces of guided writing, preparing students for the speaking and writing controlled assessments. How will the course be assessed?

Students continue to be assessed in the four skills of Listening, Speaking, Reading and Writing. Listening and Reading are assessed by externally-set examination papers; for Speaking and Writing students submit two controlled assessment tasks. In Speaking this takes the form of a conversation conducted and assessed by the teacher, and externally moderated. For Writing, students submit two further controlled assessment tasks, which are marked directly by the examination board. The Speaking and Writing Controlled assessments make up 60% of the total marks at GCSE Where could this subject lead?

AS and A2 courses are offered in both languages and can be combined with a range of subjects, including arts and sciences. Students from Langley Grammar School have gone on to university to study courses such as French with Management and Law with German, as well as traditional language degrees. Language qualifications show evidence not merely of a basic linguistic competence but also an eye for detail, an ability to apply patterns logically and to memorise and assimilate quickly large quantities of new information (all that vocabulary!). These skills are most obviously needed in the fields of politics and law, yet universities increasingly offer degrees combining languages with engineering, computing, and business management as well as marketing, journalism/media studies and the tourism and leisure industry.

AQA Spanish/Mandarin Chinese languages courses These courses are suitable for beginners and are being offered again this year, having been successfully introduced in 2013. They will be held one hour a week in twilight time after school. Students should be aware that they can only be taken in addition to, rather than instead of, the GCSE courses in French/German held in normal school hours. Students on these courses are also able to benefit from Mandarin or Spanish workshops run by British Airways at their community learning centre in Harmondsworth. If they wish, students may be entered for the AQA FCSE or Entry level certificates in these languages at the end of Year 10. Topics include giving information about self and family, the local area, free time, work and future plans. The courses can also count towards the skills section of the Duke of Edinburgh Bronze Award, subject to satisfactory attendance and progress. These courses are an addition to the normal school curriculum and parents will be required to make a payment to cover the incremental costs incurred.

Philosophy & Ethics

OCR Religious Studies B (Philosophy & Applied Ethics) J621

What will I be studying on the course? The aims of the Religious Studies (Philosophy & Ethics) course are to:

Acquire further knowledge and understanding of religious cultures and lifestyles.

Consider religious and other responses to moral issues.

Acquire skills of understanding and evaluation of moral issues.

Develop skills of analysis and synthesis that will help students go on to further studies in the Sixth Form

Help students in their own spiritual, moral and social development. The distinctive feature of the course is that it involves a thematic study of some central questions and issues in human life and experience in the context of Christian religious ethics. Religious Studies is allocated one hour each week What will I be doing in lessons?

Year 9 Unit 1

Belief about Deity

Religious and Spiritual Experience

The end of Life

Year 10 Unit 2

Good and Evil

Religion, Reason and Revelation

Religion and Science

Unit 3

Religion and Human Relationships

Religion and Medical Ethics

Religion, Poverty and Wealth

Year 11 Unit 4

Religion, Peace and Justice

Religion and Equality

Religion and the Media

Each lesson students will participate in a variety of activities (including debates, group tasks, individual study) to research and understand central religious beliefs and how these impact upon those practicing religion and society as a whole. How will the course be assessed?

There are 4 written examinations to be completed at the end of Year 11, each paper being of one hour duration. There will also be internal class assessments at the end of each topic which teachers will use to advise students and parents of personal progress in the course. Where could this subject lead?

This qualification provides an excellent basis for further study in Humanities and Social Sciences at AS and A2 level.

AQA Art and Design specification 42011/42012

The Art and Design GCSE course offers students the chance to explore an exciting and varied range of ideas and techniques and aims to:

Encourage students to develop their creativity and creative problem solving skills, whilst learning a variety of disciplines.

Give opportunities to explore the nature and potential of materials, processes and techniques.

Allow students to develop their own ideas and skills through discussion and respond personally to works of art.

Encourage students to make appropriate connections between their own work and the work of other artists, developing styles of their own as a result.

Encourage an inquiring mind and the development of critical thinking skills through exploration and investigation.


The content of the course will revolve around the four main assessment objectives of the examination board as explained below. Students will develop their own ideas from initial broad themes set by the Art Department or the exam board in the case of the externally set assignment. AO1 The students will be expected to engage with, analyse and evaluate a range of images and

artefacts. This will involve museum visits as well as a requirement to use books and the internet. They will then need to use this research to help them explore and develop ideas.

AO2 Students will need to investigate a variety of media, processes and techniques, even trying new or unfamiliar ways of creating Art in 2 and 3-D.

AO3 Observational work, for example drawing or photography. This will show students’ ability to record observations, experiences and ideas.

AO4 Developing personal responses to themes/design briefs will be necessary, using their own style but also taking on board new ways of working discovered throughout the course.


Students will be working to specific themes for each unit of work. For all but the final exam unit, the first few weeks of each unit will involve teacher directed activities before students develop their own ideas more independently within the theme. Students will be investigating relevant artists’ work to support their own. They will be experimenting with materials and learning new techniques and processes. Some of these will be inspired by the methods seen in artists’ work, some will be introduced by the teacher and others will develop from students’ own experimentation. Students will learn how to compile a sketchbook with annotation that presents their work in a coherent manner. How will the course be assessed?

Unit 1 – Portfolio of Work = 60% of final mark. (Unit 1 is continually assessed over the first 18 months of the course) Unit 2 – Externally set assignment with 10 hour examination session = 40% of final mark. (Final outcomes for the externally set assignment produced in exam conditions within school)


Students can continue their studies at AS level simply for enjoyment but also with a view to continuing for the A2 course with future careers in mind. There is an extensive range of university courses available to students in the areas of Art, Design, Architecture and Media which can all follow on from study in Art and Design. There is tremendous choice but also a need for great discipline as well as a lively mind; students from Art courses are often seen as valuable employees by industry, with the ability to adapt and think creatively.

Art and Design

Edexcel Business Studies specification 2BS01 Edexcel GCSE Business Studies specification 2BS01 This GCSE aims to encourage students to think in an enterprising way and to develop awareness of the world of business. It does this by focusing students on the challenges and triumphs of running a small business and all the elements that businesses need to consider and plan for to be successful. Students discover the many aspects of a modern business, including the theories behind marketing, psychology, and finance, and we then place these in the context of relevant case studies. In this way, students develop their understanding of the theory and how to apply and evaluate this in realistic business scenarios. What will I be studying on the course?

In the first year, students study the principles of starting a business in terms of the planning, finance and research required, as well as looking at the broader issues of being ethical and some of the economic factors that could affect the success of the business. Regularly during Year 10, students will carry out their own research to assist them to build the skills they need for the controlled assessment section of the examination which is then taken in Year 11. In Year 11, the course content concentrates on the challenges which arise as a business grows and the course also looks at production, the economy and the role of external pressure groups and government legislation, to see how these can alter the way businesses are run and how they can sell their products. What will I be doing in lessons?

Lessons involve a wide variety of tasks. While real life scenarios and case studies are used to put theory into practice, group and paired work, class discussions and theory based tasks are set to explore student’s ideas and to develop the key academic skills of analysis and evaluation. These skills are further strengthened by the individual research undertaken by students as an integral part of the course. This GCSE therefore develops a knowledge and skills base that is of considerable academic value. How will the course be assessed?

Assessment for the final grade comes in three parts:

1. The controlled assessment [25% of the GCSE] 2. Short answer examination [25% of the GCSE] 3. Longer answer written examination [50% of the GCSE]

The controlled assessment is completed during the Autumn Term in Year 11. Both the other examination papers are taken at the end of Year 11 and are based on case study data. Where could the subject lead?

This GCSE gives students an insight into the world of business and many numerical and analytical skills which will be more widely beneficial to them in the future. Business Studies can be studied at A-level, after which many students then follow related degree courses at leading universities, providing an opportunity to pursue successful careers in a wide range of employment, including in finance, accounting, marketing and management.

Business Studies

AQA GCSE Classical Civilisation specification 4022

The Classical Greeks and Romans are long dead, so why spend two years studying their societies, culture, literature and ideas? Ancient Greece and Rome were the birth places of many core tenets of civilisation today: the right of people to govern themselves was born in Athens under the name ‘democracy’; the idea that the government should look after the needs of the poor was born in Rome in the form of massive public works programmes that would not be equalled in Europe until the Industrial Revolution. Study of these two historic civilisations gives us a richer understanding of this heritage. What will I be studying on the course? The four units briefly outlined in the assessment box below aim to take students on a journey that discovers how these civilisations ruled and relaxed, created and consumed; we will learn from their own words (in English translation), from the monuments and everyday remains recovered by archaeologists and from the research of historians. So pack your imagination and fasten your toga! What will I be doing in lessons? You will be engaged in a wide range of activities designed to develop your knowledge and understanding of the subject by encouraging you to use and improve your thinking skills and to equip you with new tactics for learning independently. A great strength of the course is the emphasis on personal responses and evaluation which can be creative and personal: you are actively encouraged to begin answers with, “I think...”! The biannual study visit (for Year 10 and 11) to the Bay of Naples is very useful for reinforcing students’ understanding of the archaeological remains at Pompeii and Herculaneum. Students compete in teams to carry out challenges which help them to make the most of the visit by engaging actively with the locations, drawing on their prior learning and thereby consolidating their understanding. How will the course be assessed?

Course outline Duration Weighting

Unit 1 Livy Stories of Rome Trace the myths of the founding of Rome through the worsening rule of kings into the birth of the Republic and the horror of invading Gauls.

1 hr 25%

Unit 2 Greek tragedy and Drama festivals Discover the colourful festival at which plays were first created. Work out how the tragic story of Medea was presented in this context.

1 hr 25%

Unit 3 Pompeii and Herculaneum Use the archaeological remains and discoveries to investigate the daily life of 1st century Roman citizens in these doomed towns.

1 hr 25%

Controlled Assessment:* Athenian Democracy Investigate the birth of a radical new type of government which took Athens from a standard feudal system to the first fully citizen-led state in the world.

3-4 hrs write-up

25%

Where could this subject lead? GCSE Classical Civilisation has strong links with GCSE English Literature, History (critical use of sources of evidence) and Drama (the study of Greek tragedy). Classical Civilisation is an option at A Level and if you were to take any of these other subjects at A Level, your Classical Civilisation studies will complement the development of skills demanded by these subjects. As with all GCSE Humanities subjects, Classics opens routes to a wide range of thinking skills based careers, whilst also enriching students with a deeper appreciation of the Classical heritage of Western Europe.

Computing

Classical Civilisation

OCR Computing specification J275 GCSE Computing is a course that has real relevance in our modern world. While students will no doubt already have some knowledge of computers and related areas, the course will give them an in-depth understanding of how computer technology works and a look at what goes on “behind the scenes”. As part of this, they will be introduced to computer programming. What will I be studying? The course provides students with a real, in-depth understanding of how computer technology works, and will also develop critical thinking, analysis and problem-solving skills through the study of computer programming. Unit 1 Computer systems and programming Students will develop a mental model of a computer system which comprises hardware and software and in which:

data is input and converted into the computer’s internal representation by input devices the data is processed the results of the processing are converted from the computer’s internal representation and

output by an output device the data may be stored for later use or transmitted to another computer system while it is still

in the computer’s internal representation. Unit 2 Practical investigation This unit is designed to provide candidates with an opportunity to carry out a practical investigation into a computing issue and engage them with computing in the real world.

Candidates will be expected to carry out practical investigations of the topic(s) and any supplementary research necessary to complete these investigations. They will produce a report, in which the topic is analysed, justified and evaluated showing evidence of the practical work undertaken.

Candidates will be expected to produce a report which will then be assessed under the four headings:

• Practical activity • Effectiveness and efficiency of the solution • Technical understanding • Testing, evaluation, judgements and conclusions

The finished work will be assessed according to a best fit approach to the marking criteria.

Unit 3 Programming project OCR will issue a range of assessment tasks each consisting of up to three sub-tasks. The

set of tasks within the controlled assessment will provide opportunities for the candidate to demonstrate practical ability to use the skills outlined in the specification for this unit.

Candidates will need to create suitable algorithms which will provide a solution to the stated problem then code their solutions in a suitable programming language. The solutions must be tested at each stage to ensure they solve the stated problem using a suitable test plan with appropriate test data.

The code must be suitably annotated to describe the process. Test results should be annotated to show how these relate to the code, the test plan and the original problem.

Candidates will need to provide an evaluation of their solution based on the test evidence.

What will I be doing in lessons? In lessons you will be:

developing your understanding of current and emerging technologies, understanding of how they work and apply this knowledge and understanding in a range of contexts,

acquiring and applying a knowledge, some technical skills and an understanding of the use of algorithms in computer programs to solve problems using programming,

learning to program in Pascal,

using your knowledge and understanding of computer technology to become independent and discerning users of ICT, able to make informed decisions about its use, and aware of the implications of different technologies,

acquiring and applying creative and technical skills, knowledge and understanding of ICT in a range of contexts,

developing computer programs to solve problems,

developing the skills to work collaboratively,

evaluating the effectiveness of computer. How will the course be assessed? The course provides students with a real, in-depth understanding of how computer technology works. The course will also develop critical thinking, analysis and problem-solving skills through the study of computer programming. Unit 1 Computer systems and programming: a written paper lasting 1.5 hours which equates to

40% of the qualification Unit 2 Practical investigation: A controlled assessment investigative task which equates to 30% of

the qualification Unit 3 Programming project: A controlled assessment programming project which equates to 30% of

the qualification Where could this subject lead? With the information technologies continuing to have a growing importance there will be a bigger demand for professionals who are qualified in this area. If students want to go on to higher study and employment in the field of Computer Science, they will find that this course provides a superb stepping stone.

Design & Technology

The aims of the GCSE courses are:

1. To encourage candidates to combine their designing and making skills with knowledge and understanding, in order to design quality products.

2. To give opportunities to develop the confidence to analyse products suitable for different client

groups.

3. To encourage the development of candidates’ critical and aesthetic abilities.

4. To utilise CAD/CAM and demonstrate its application in industry.

5. To provide a basis for a career in the industry. Full details of the different Design and Technology options are given on the following pages. D & T - Food and Nutrition

D & T - Textiles Technology

D & T – Product Design

Controlled Assessments The students choose from a selection of examination board set tasks which they may contextualise and tailor into their individual titles. These involve the making of practical outcomes and supporting written work. Most of the practical and supporting written work needs to be completed under supervision at school although some can be completed outside lesson time provided that they have followed teacher guidance and that the teacher is satisfied that it is the work of the student. Textiles Technology and Product Design require one controlled assessment of approximately 45hrs. Food and Nutrition requires 3 short tasks of approx 5hrs each and one of 20hrs. For each course, controlled assessment accounts for 60% of the overall marks, with the remaining 40% on written examination papers.

D & T - Food and Nutrition

OCR Food and Nutrition specification J431

The course is designed to enable students to apply their knowledge and understanding of nutrition and the working characteristics of food with processing techniques to design and make food products. What will I be studying on the course?

Topics include:

Food Safety and Preservation - knowing the correct procedures for safe food handling, how food is contaminated and the control of bacterial growth in order to prevent the phenomenal increase in food poisoning cases in society. Students are encouraged to enter the CIEH Level 2 Award in Food Safety and Catering which acts as an additional qualification.

Nutrition and Health - Students learn how to engineer recipes in terms of nutritive value to suit a range of special diets from vegetarian to coeliac. Nutrients are examined in terms of their chemical structure and how this structure determines their performance with other ingredients, and their effect on human health.

Food Commodities - Their use in the diet, genetically modified, organic and functional foods.

Meal Planning - Food choice, food habits and how these are affected by social, economic, cultural and religious factors.

Food Preparation and cooking - Properties and functions of major ingredients in a range of food products.

Consumer Education - Wise shopping, marketing and food labelling What will I be doing in lessons?

Throughout the course emphasis is placed on the use of ICT and the Design and Technology ICT suite allows this to be an integral part of learning. A high proportion of practical work is incorporated, other activities include: recipe sourcing; new product trends in supermarkets and skills development. In order to gain first-hand experience, industrial visits and speakers form a key element. Visits in the past have included: Masterfoods, Tescos in-store bakery, BBC Good Food Show. Visiting speakers have included Environmental Health Officers, dieticians, retail managers, Citizens Advice and packaging designers. How will the course be assessed?

Food and Nutrition Short Tasks 30% of the total GCSE: three short tasks of approximately 6 hours duration each which assess planning, practical work and evaluation.

Food Study Task 30% of the total GCSE: the food study task will assess research, selecting and justifying choices, planning, practical work and evaluation. This task requires approx 20 hours of work.

Principles of Food and Nutrition 40% of the total GCSE: Examination Paper of 1hr 30 minutes duration


The subject itself provides a good background for a wide range of careers from dietetics, medicine and the prevention of disease, food photography, food styling, journalism, product development, food science, consumer science, hospitality, environmental health, retail marketing, public relations to food technology and sports science. This is an interesting, lively subject to take at GCSE level which is highly regarded and can lead to an AS level or A2-level course. It is an excellent GCSE to combine with Science, PE, Art and humanity subjects.

AQA Product Design specification AQA 4557

Product Design is the design and manufacture of products with creativity and originality, covering a variety of practical activities, materials and skills. Candidates will develop designing and making skills looking at a range of materials, design issues, processes and manufacture.


Modelling based project Students need to be able to model ideas effectively; accurate sketching and rendering of ideas in isometric and perspective drawings are crucial for designs to be produced accurately as working prototypes. A knowledge of the properties of a wide range of materials can be combined with the use of ICT to produce scaled prototypes that can be tested before production. Software and hardware used includes: 2D Design, Pro Desktop, Pro Engineer, Roland engraver, laser cutter and 3D printer.

Wood based project This unit is used primarily to increase knowledge of working with wood as a sustainable material, different construction methods, finishing, composite materials and the incorporation of smart materials. Students will investigate the form and function of existing outcomes and how the market forces and technological advances influence the evolution of design. Classic designers and their iconic designs are examined and used as design stimuli.

Plastic based project Plastics are all around us, there is a myriad of different types and therefore their use is widespread, students will learn about the properties of thermoplastics and thermosetting plastics, how their form can be altered by using the vacuum former and line bender and finished from the use of acrylic polish to flame finshed edges. Students will examine the use of commercial construction kits for modelling designs and will incorporate considerations of functionality and design for maintenance in their finished products.

Drawing techniques Students are taught different techniques eg 3rd angle orthographic projection of objects, perspective drawing, isometric drawing and rendering.

Packaging of a product The investigation of packaging allows for a focus on different methods of manufacture and methods of construction. The importance of sustainability, planned obsolescence and related environmental issues are all examined in this project.


40%: Unit 1- Written Paper 2hrs

60%: Unit 2 One controlled assessment of 45hrs comprising of a student designed and made graphic product and an accompanying A3 design folio. The task is chosen from a selection of exam board set design briefs.


The GCSE option will lead on to the AS and A2 level in Product Design which is a course that gives candidates valuable knowledge, understanding and skills, this is turn could lead on to a variety of Higher Education courses. There is a high element of design included in the specification and it therefore links well with Art and Design but also Mathematics and Science in terms of the engineering and product design elements. Graphic designer, layout artist, game designer, copywriter, architect, production artists, multimedia developer and creative director are all possible career paths. The subject combines well with both science and arts subjects..

D & T – Product Design

AQA Textiles Technology specification 4570

The course combines a knowledge of fibres and fabrics with the practical application of their properties in the manipulation of fabrics for a range of textile items. A structured programme of focused practical tasks and design briefs will be used to explore the possibilities of this material. What will I be studying on the course?

Topics include:

• Fibres, fabrics and their properties Natural, synthetic, regenerated and blended fibres, how these are spun into yarn and then constructed into fabrics. Properties of these fabrics are considered and samples are examined under the microscope to assess their suitability for different purposes. Students construct their own felted fabric which is made into a textile product.

• Application of colour Different techniques are examined for changing and enhancing the natural colour of fabrics including: different types of dyeing and printing. Experiments with different fibres are explored to determine the final outcome.

• Surface decoration and embellishment Including silk painting, batik, markal sticks, stencilling, appliqué, embroidery by both machine and hand, beading and the introduction of a range of fabrics to give a collage effect.

• Use of appropriate equipment Including drafting aids, sewing machines, overlocker, colouring media and specialist tools for modelling and making;

• Construction and functional finishes A garment is made to introduce students to construction techniques in preparation for their coursework. Students can then adapt commercial patterns and visualise the making of a 3-D shape from a 2-D piece of fabric.

• Industrial applications and the fashion industry Understanding how the scale of production effects techniques, equipment and costs.


ICT is incorporated throughout the course for data-handling, investigation of smart materials, research, pattern alteration and drafting. Designs produced by CAD eg. Speedstep are translated into student designed machine embroidery motifs, designing fabrics, colourways, garment patterns, surface decoration ideas and storyboards of product ranges. The department’s facilities also enable students to use CAM through the use of computerised embroidery machines and laser cutter.

Visits are also an important element and have included a visit to the Zandra Rhodes workshops, “The clothes show live”, “New Designers”, a costume designer at the Theatre Royal Windsor, museums, interior designers and retail companies for research. Several designers have brought their work into school to inspire students and give them an opportunity to experiment with the various techniques shown. This subject can be further studied at A Level. Where could this subject lead?

There is a high element of design included in the specification and it therefore links well with Art and Design. Fashion design, styling, journalism and textile manufacturing, consumer testing, image consultancy, marketing, product buying, merchandising, retailing and textiles technology are all possible career paths. The subject combines well with both science and arts subjects.

D & T – Textiles Technology

AQA Drama and Theatre Arts specification 4242 What will I be studying on the course?

Drama engages and enhances the imagination. Drama builds a student's confidence. It enables the student to utilise and manipulate different modes of communication to create meaning; using the voice, the body, writing and the ability to choose symbols that can be read by an audience (such as costume, lighting and sound). The students will be asked to consider how acting, set design, make-up, costume, lighting and sound can have an intended effect on an audience. It is expected that the student will be enthusiastic, reliable, self-disciplined and willing to take risks in creating and performing work. The candidate will also be expected to give up free time for rehearsals and theatre trips. The experience of Live Theatre is a component of the exam, but also informs and develops the student’s own practical work, and their understanding of the elements of Drama. What will I be doing in lessons?

Drama encourages the student to develop:

an understanding and response to a wide range of play texts, an appreciation of the ways in which playwrights achieve their effects and the ability to communicate the playwright’s intentions to an audience;

an awareness of social, historical and cultural contexts and influences through an investigation of plays and other styles of dramatic presentation;

increased self and group awareness and the ability to appreciate and evaluate the work of others;

skills of creativity, self-confidence, concentration, self-discipline and communication. How will the course be assessed?

Controlled Assessment: (60%) The student is continually assessed throughout the course. There will be at least four assessments throughout the two years. The two highest grades (each worth 30%) from the following four topics will become part of the student's final mark:

Acting

Physical Theatre

Devised Thematic Work

Theatre in education

Students may also study an area of design such as costuming, masks or lighting, instead of performing, for one option. Examination: (40%) A 1½ hour written exam at the end of the course. Questions are based on practical work completed by students in the controlled assessment, as well as live theatre see over the course. Where could this subject lead?

Drama beyond GCSE: it’s not only about acting!

This is a vibrant and exciting subject that complements and clearly leads to the A-level course. It combines well with any other subject due to the diverse range of skills it encourages. The teamwork, communication and presentation skills that are nurtured and developed over the course, will prepare the students for careers in such diverse vocations as management, law and medicine. Drama-specific career paths can be found in the industries of Theatre, Film, Television, Events and Computer Entertainment. Some of these are: Actor, Writer, Director, Producer, Radio Announcer, Television presenter, Sound Designer, Advertisement Voiceover, Lighting Designer, Newsreader, Stage Manager, Make-up artist, Costume Designer, Front-of-House Manager, Cinematographer, Researcher, Music director, Storyboarding, Arts Administration, Arts Marketing, Box Office Management.

Drama and Theatre Arts

Edexcel Geography B specification 2GB01 What will I be studying on the course?

GCSE Geography continues to place a strong emphasis on explaining the world around us. You’ll cover a huge variety of places from Abu Dhabi’s futuristic Masdar EcoCity, the current conflict in Mali, the fog nets in Peru or even David Walliams’ swim down the River Thames. You’ll look again at tectonics, but also discuss the implications of geomagnetism. We’ll consider the impact of El-Nino on countries around world, such as Somaliland. You’ll be given engineering design problems to solve on the coast of Britain. As you do, you’ll need to think both about the technical and numerical information in front of you but also people’s values and attitudes. By breaking down the barriers to effective environmental management, you’ll inevitably be forced to consider whether you can be objective enough to tackle some of the bigger moral issues associated with development projects or the cultural changes from migration into Britain from Heathrow and the changes this brings for the job market. We always aim to deliver stimulating and challenging lessons, encouraging you to develop higher-order thinking through investigating, solving problems and making judgements about the world around you. How will the course be assessed? Just like at KS3 we will continually assess your progress in lessons and use homework tasks to consolidate your learning. The activities will be similar to now but also incorporate exam questions. This means we can avoid doing end of unit tests although you can choose to do them if you want.

Unit 1 Dynamic Planet (25%) covers the Restless Earth, Changing Climate, Battle for the Biosphere, Water World Coastal Change and Oceans.

Unit 2 People and the Planet (25%) covers Population Dynamics, Consuming Resources, Globalisation, Development Dilemmas, Changing Settlements and Challenges of an Urban World.

Both unit 1 and unit 2 are assessed by short-answer data response style questions which expect you to have revised and understood all the ideas in those topics.

Unit 3 Making Geographical Decisions (25%) is a very different kind of exam that assesses how well you make and justify decisions about geographical issues. The exam board pick a different place each year and you cannot revise for this exam! This showcases the very best skills Langley Grammar students have.

Unit 4 Investigating Geography (25%) is the controlled assessment module. We start by going on a residential fieldtrip to Devon in May of Year 10 to collect data. The weather is usually warm and the skies are sunny and you can spend the weekend on a beach with your friends, When you come back you have to complete one of the tasks provided by Edexcel, which you do in ICT rooms over the next half-term. You can choose either human or physical geography. Edexcel offer a lot of flexibility with writing up controlled assessments and you might decide to design a website, keep a blog or produce a video of your fieldwork and that is of equal value to a write up.


Anywhere - depending your attitude and hard work! Edexcel Geography is a forward thinking and dynamic course and receives many accolades from university geography departments. By focusing on current geographical issues and thinking skills rather than simply rote learning of case study details, the emphasis is on what prospective employers want. Geography graduates have one of the higher employment rates in the country, with the subject opening access to a broad spectrum of careers.

Geography

Edexcel GCSE History A, The Making of the Modern World, 2HA01

The course that we follow is ‘The Making of the Modern World’, specially chosen as it provides an opportunity to develop further the work on 20th Century history undertaken in Year 9. Students following the course will acquire a valuable historical insight into the events that have shaped the world today.


The course is divided into four units.

Unit 1 International relations: The era of the Cold War. 1943-1991 (25%): The origins of the Cold War at the end of the WW2, three major crises (Berlin, Cuba and Czechoslovakia) and the end of the Cold War with the collapse of the USSR in 1991

Unit 2 Modern World Depth Study: Russia, 1917-39 (25%): The nature of Tsarist rule, the impact of the First World War, the revolutions of 1917, the imposition of Bolshevik control, the struggle for power in the 1920s, the purges of the 1930s, industrialisation, collectivisation and life in the Soviet Union.

Unit 3 Modern World Source Enquiry: War and the transformation of British society c1931-51 (25%): The impact of the Depression, 1931-39; Britain at War, 1939-45; the Home Front, 1939-45; Labour in power 1945-55.

Unit 4 Representations of History (25%): This unit will focus on an historical enquiry into civil rights and protest in the USA, 1945-70: the development of protest movements, such as opposition to the Vietnam War; changes in the civil rights movement and the role of key individuals like Martin Luther King and Malcolm X; the effectiveness of peaceful protest in securing civil rights in the USA.


Students will carry out a variety of activities. Some of the activities will develop their knowledge and understanding of key developments in the modern world e.g. Russia, 1917-39 and the Cold war, Students will develop their research methods and learn to make critical judgements on historical issues. Students will develop their source evaluation techniques, using a wide selection of sources both written and visual, such as newspapers reports, photographs, films and cartoons. They will also learn how to carry out an historical enquiry and analyse and evaluate representations of history. In recent years GCSE study visits have been organised to Berlin, Moscow, St Petersburg, Munich and Vienna.


Units 1, 2 and 3 will be assessed through a formal examination at the end of the course. Units 1 and 2 will test knowledge and understanding of the key developments and Unit 3 will test the ability to use historical sources. Each examination will take one hour and fifteen minutes and will count for 25% of the overall marks

Unit 4 is a controlled assessment on civil rights and protest in the USA and will account for the final 25% of the marks. The questions will be issued up to two weeks in advance to allow preparation time. The assessment will be carried out in class under the supervision of the teacher.


History is highly regarded as a qualification by both employers and universities because it is an established academic subject based on clearly defined standards, it improves writing skills and powers of critical analysis, and develops a mature understanding of how the modern world has developed. History provides a general preparation for a variety of careers such as management, administration and journalism. The subject is traditionally recommended to those who plan to study Law. It also helps to broaden the outlook of anybody who ultimately intends to specialise in science and technology.

History

AQA AS level Information and Communication Technology specification 1521 Students have the unique opportunity to take an AS level course in ICT in Years 10 and 11. ICT is for students who wish to progress to higher education or to the world of work; candidates can develop an understanding of how ICT can be used in society and organisations and the implications of its use. To take the AS ICT course in Years 10 and 11 students will need to be predicted or achieve a grade B or above in the Full Course GCSE ICT at the end of Year 9. What will I be studying?

AS Unit 1: Practical Problem Solving in the Digital World This includes two practical sample tasks; one spreadsheet based the other multimedia. Topic List:

Practical use of ICT, identifying, designing, producing, testing, documenting and evaluating solutions

Data entry, storage, output of information, use of software, current health and safety legislation. AS Unit 2: Living in the Digital World Topic List:

ICT systems, their components, uses, users, safety and security

Data and information, data transfer, backup and recovery. What will I be doing in lessons?

Lessons will involve a variety of approaches and activities, including:

working co-operatively and managing projects;

developing personal learning and thinking skills;

providing quality IT-based solutions to a range of problems;

developing an awareness of developments in technology;

developing the ability to analyse and make critical judgements about the use of information and communications technology systems;

understanding the role of people, technology and systems in organisations;

gaining an awareness of the economic, social and ethical implications of the use of information technology systems.


At AS there are 2 complementary units. Unit 1 will be examined at the end of Year 10 and Unit 2 at the end of Year 11. Practical sample work is completed as part of Unit 1 and assessed in the examination. Where could this subject lead?

A qualification in ICT provides an excellent foundation for careers in the service sector and in systems analysis and design. A sound understanding of ICT is beneficial to most, if not all courses at degree level.

Information and Communication Technology

Edexcel Music specification 2MU01

Musicians can follow directions, solve technical and stylistic challenges, analyse and solve problems logically, work hard for excellence in performance, listen with heightened sensitivity, work in team situations, negotiate, co-operate, appraise and communicate, and cope well under pressure. GCSE Music is an exceptionally rewarding and enjoyable course which promotes the development of a huge range of skills. What will I be studying on the course?

Performing: Singing and/or playing an instrument with technical control, expression, interpretation and as part of an ensemble.

Composing: Creating and developing musical ideas in relation to a brief. Learn the skills to create and develop interesting musical ideas.

Appraising: Analysing and evaluating music using musical terminology. Develop aural and writing skills.

What do I need to know, or be able to do, before taking this course?

You have been introduced to creating music of your own in class at Key Stage 3 and this is developed on the GCSE course as you choose two topics for composition. For example, this could be a popular song and a dance track, a classical piece or some world music. There is a wide choice and it can be tailored to your own musical interests and strengths.

You have listened to a variety of music in class and these skills are developed as you study some set pieces taken from the classical, 20th century, popular and world music Areas of Study.

You enjoy making music, either as a soloist or in a group. The GCSE course encourages you to perform music of your own choosing and in any style, as a soloist and also in a group. You must therefore be able to offer at least one instrument/or voice. As a rough guide students would be expected to be at least grade 2 standard or equivalent on their instrument of choice. There is, however, no requirement for them to have passed an actual exam.


You will have two one hour lessons each week. Lesson one will consist of developing your composing and performing skills for the coursework aspect of the course. This will include solo and group performing practise, and developing the technical skills necessary to create your own music. You will also be expected to take advantage of some of the many extra-curricular performance opportunities at the school to help refine and develop your musicianship. Lesson two will consist of studying and analysing a group of set pieces of music from a range of different genres and understanding the historical and cultural context of those works. How will the course be assessed?

Performing: You will perform one solo piece and one ensemble piece. (30%) Composing: You will compose two pieces of music from different areas of study, such as a classical piano piece and a pop song. (30%) Listening & Appraising: 90 minute written paper, including short listening questions on the set works and one longer more in depth question on one of the set works. (40%) Where could this subject lead?

AS/A2 Music is available in the Sixth Form and GCSE Music provides excellent preparation for that. A good musical education is held in high regard by both universities and employers as it is an indicator of a huge range of desirable skills and attributes, both technical and creative. Career opportunities are limitless, but could include the following: journalist, producer, promoter, publisher, broadcaster, rock star!

Music

AQA Physical Education specification 4892 This is a subject area at GCSE which is very broad ranging in the areas it encompasses, and therefore suits a diverse range of students and will complement a variety of subject choices. Students will have two GCSE PE lessons per week in addition to their core PE allocation. One of these will be a theoretical, classroom-based lesson and one will be a practical lesson. What will I be studying on the course?

In the theoretical component topics studied include; Individual differences, the physical and mental demands of sport, diet, leisure and recreation, health, fitness and an active lifestyle, training, school and physical education, cultural and social factors, international factors and opportunities for further involvement in sport. In practical lessons a wide variety of activity areas will be both taught and assessed enabling a high degree of personalisation in the final selection of activity areas. Students may be assessed practically as a player / performer, an official, a coach or a choreographer. Due to the practical bias of assessment (see below) it is imperative that students have a range of practical aptitudes. They will be assessed in four areas of activity and thus must be currently involved and competing in at least two sporting activities either in or outside of school. Sports participated in outside of school and not currently taught in school may count towards final marks. Ie. Areas such as swimming, golf, dance. Students should discuss their suitability for the course with their PE teacher prior to selection on the options form. How will the course be assessed?

Unit 3: Knowledge and Understanding for the Active Participant ( 80 marks ) - THEORY

External Assessment – 40% of Full Course consisting of a written paper for 1 ½ hours. Section A – Objective tests and short answer questions. Section B – Extended written answers based on a scenario issued as pre-release material. Topics covered include: Individual differences, The demands of performance, Energy systems, leisure and recreation, Health and Fitness, Training, Diet, P.E. and schools, Emotional health and well being, International sport and Opportunities in Sport.

Unit 4: The Active Participant ( 90 marks ) - PRACTICAL

60% of Full Course consisting of 4 assessments from 2 different ‘ways of thinking’ At least 2 performances must be as player / performer. Other assessment areas may be as a player / performer or as an official / coach /organiser / choreographer.


GCSE PE is not merely a sports-related course. Due to the wealth of cross curricular links e.g. to science, technology, sociology, psychology, GCSE PE sits in support of many subjects. It also offers a pathway forward at A level both in the subject itself and in many others. GCSE PE constitutes an excellent course for individuals who are interested in sport both as a participant and in the wider world of sport.

Physical Education

Documents

Options 2015 - 2017 eves... · GCSE Mathematics AQA Level 2 Further Mathematics FSMQ Additional Maths (for more capable mathematicians) Science GCSEs in Biology, Chemistry and Physics